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The Power of Double Sequencing

Michelle de BariAlbion CollegeSpring 2010

Scenario #1

Imagine This: Teaching a unit on Thornton Wilder’s Our Town Have the text and video available It is Thursday, and tomorrow (Friday) is the last day of

school before Spring Break Finished reading Act I, now you want to show the video

Now decide: Should you show the video tomorrow before break, OR

the Monday you get back?

Risk Analysis

Benefits Costs

Easy activity before going on break

Re-entry after break might be difficult

It is better for students to miss the video than the reading

The video is a great resource – it would be great for everyone to see it

Warm-Up

Put the following events in order of occurrence: Rinse your mouth Spread toothpaste on the toothbrush Put the toothbrush and the toothpaste in their

proper places Spit the toothpaste in the sink Run the toothpaste and toothbrush under the water Unscrew the cap from the tube of the toothpaste Brush your teeth

Scenario #2

Imagine This: In one day’s lesson, you want to do the following:

Lesson on grammar (articles, prepositions, conjunction, interjections) Drafting for Reflective Essays (assigned yesterday, peer editing is

tomorrow) Time for reading choice books for Reading Counts Program Grammar bell work (what is a noun, verb, adjective, adverb) Collect, grade, and pass back homework (due today)

Now decide: In what order do you complete each activity?

My Suggested Sequence

Process Explanation1.) Collect homework Collecting now ensures

accountability2.) Choice Reading Teacher can grade work and

hand back3.) Grammar Warm-Up Easily transitions into grammar

lesson4.) Grammar Lesson Directly links to writing task

5.) Drafting If other activities run long, it is better for this to be homework; also gives nice transition to peer editing

Purpose

Measure lesson effectiveness (teacher evaluation and student assessment)

Build anticipation and critical thinking skills Analyze costs and benefits of process within

lesson Why order of processes matters Why teacher’s preparation matters

Background

Teaching, like a puzzle, works the best when all the pieces fit together in their proper order (Marzano)

Sequencing is important for making logical sense (Bransford)

Logical sequencing is one of many ways to ensure success because it enhances student comprehension and attentiveness (Marzano)

Lesson-Planning Document

Data Collected

Student feedback in the form of an exit slip Contained the following questions on a 1-5 scale:

How prepared was the teacher for today’s lesson? Helps to assess teacher’s ability to anticipate and

critically think How well do you think you understood today’s lesson?

Helps to assess logical sequencing of processes within lesson

Given for 5 days

Data Collected, cont.

Teacher’s Daily Reflections Handwritten on lesson plans during lesson

What really happened Questions and comments Miscellaneous notes

In-depth reflections written after lesson Effectiveness of lesson overall How students’ needs were or were not effectively met Specific issues and areas for improvement

Results: Day 1

Teacher Preparation

Lesson Understanding

Maximum Score

130 135 140 145 150

Responses from Exit Slip

Responses from Exit Slip

Results: Day 2

Teacher Preparation

Lesson Understanding

Maximum Score

135 140 145 150

Responses from Exit Slip

Responses from Exit Slip

Results: Day 3

Teacher Preparation

Lesson Understanding

Maximum Score

135 140 145 150

Responses from Exit Slip

Responses from Exit Slip

Results: Day 4

Teacher Preparation

Lesson Understanding

Maximum Score

142 144 146 148 150

Responses from Exit Slip

Responses from Exit Slip

Results: Day 5

Teacher Preparation

Lesson Understanding

Maximum Score

135 140 145 150

Responses from Exit Slip

Responses from Exit Slip

Totals

Teacher Preparation

Lesson Understanding

680 700 720 740 760

Responses from Exit SlipDiscrepency

Totals

Teacher Preparation

Lesson Understanding

Maximum Score

Minimum Score

0 200 400 600 800

Responses from Exit SlipDiscrepency

What I Learned and Why Double Planning is Useful

Enhances anticipation of lesson implementation Strengthens critical thinking skills Enhances “with-it-ness” Strengthens physical presence of the teacher Enhances critical reflection Strengthens teacher’s ability to effectively prepare lessons

Suggestions for Future Studies

Collect data from students on lessons that were not double sequenced and compare results

Compare Sequence A with Sequence B Teach A to one class and B to another

Collect data for more than 5 days More data = more accurate results

Ask more questions on exit slip

Questions?

References

"Bloom's Taxonomy." Old Dominion University. Web. 16 Mar. 2010. <http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm>.

Bortnichak, Rebecca. Structured Conversation. 15 March 2010. Bransford, John. How People Learn: Brain, Mind, Experience, and

School. Washington, D.C.: National Academy, 2000. Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom

Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001.

Smagorinsky, Peter. Teaching English by Design: How to Create and Carry out Instructional Units. Portsmouth, NH: Heinemann, 2008.